Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Plans/policies for removing Indians emerge
1. Based on this week’s and last week’s materials, how did the Indian Removal plans/policies emerge?
2. Please analyze Andrew Jackson’s speeches from a rhetorical standpoint (inaugural and second annual message.) How would you characterize Jackson’s overall tone and language in his speeches? How does his tone and language change as he speaks? In each speech, who is his intended audience, and what are his objectives in dealing with American Indian tribes? What types of patterns or trends do you see?
3. After that, please analyze Andrew Jackson’s “Letter to the Cherokee” rhetorically. What was the target audience, and what was the goal of the project? What words and phrases would you use to describe his tone? What historical references does he make? What key quotes or parts of the book stood out to you, and why?
4. What stood out to you in the chapter “Jackson’s White Republic”? What was a key passage or quote, in your opinion, and why?
5. Finally, please share your overall thoughts, reactions, and connections to the materials this week.
Here is the complete set of materials.
http://www.pbs.org/wgbh/aia/part4/4h3437t.html
https://www.smithsonianmag.com/history/the-cheroke…
http://www.pbs.org/wgbh/aia/part4/4p2959.html
https://avalon.law.yale.edu/19th century/jackson1….
http://www.pbs.org/wgbh/aia/part4/4h3437t.html
http://www.digitalhistory.uh.edu/active learning/e…
This is my peer-reviewed work ( I need. 200 words minimum as a reply).
The Supreme Court decided in 1823 that Indians could occupy land in the United States, but they would not have title to that land. As a result, the Cherokee, Creek, and Chickasaw Indian nations implemented policies limiting land sales to the government in the hopes of protecting their lands. The First Seminole War was also fought in an attempt by the Creeks and Seminoles to protect their respective territories. As the author of the “Indian Removal Act” in Congress, Jackson played a key role in these changes. The Creeks refused to leave until the Secretary of War ordered them to do so in 1836. The Chickasaws did not fight back and migrated, while the Cherokees were duped into signing a false treaty that forced them to leave. The Cherokee were then forcibly removed by the United States government, and they embarked on the so-called “Trail of Tears,” during which several of their people perished on their way to the western lands. In 1837, Jackson had succeeded in removing the majority of Native Americans from their lands and securing treaties, which I believe was a watershed moment in Indian Removal policies and plans.
Andrew Jackson’s first inaugural speech is very assertive in advocating for positive changes, including people’s rights. He appeared to be thoughtful and sympathetic in his approach to forging a relationship between the US and Indigenous tribes that was both consistent with the government and beneficial to the country. However, in his second annual message, his tone appears to shift negatively, portraying Indians as “savages” who are not on par with the white population of the United States at the time. Jackson is more invested and interested in the country’s development for the blessings of liberty, civilization, and religion at the expense of Indigenous people’s freedom. I believe the consistent patterns I observed indicated that he did not intend to be fair and only cared about his own people’s interests or benefits. Indigenous people’s rights were consistently ignored by Jackson.
The tone of the “Letter to the Cherokee” is similar to the “Second Annual Message.” He addresses the letter to “my friends” and continues to consider his options in light of the circumstances. As you read the letter, it becomes clear that Jackson wants to drive the Cherokees off their ancestral lands. In his statements, he is hostile and emphasizes how the Indian Removal Act would be the right thing to do. Insinuating that his advice is the only one that should be followed, I believe his words in the letter were condescending and demeaning to the Indigenous tribe. He makes historical allusions to the signing of the Indian Removal Act by Andrew Jackson in 1830. In his letter, he repeatedly argues that the Cherokee people should leave the land west of the Mississippi River, and he follows through on his promise. Most of your people are uneducated, and they are liable to collide with their white neighbors at any time, Jackson says. Your young men are developing intoxication habits, I was astounded. It’s upsetting to read how he regarded the Indigenous people as second-class citizens when he most likely had no knowledge of them. When he says his intentions aren’t based on deception, but rather on promoting their welfare, I’d say that’s a pretty big lie, among the many he told in this letter.
When his background was described and it was mentioned that he was a veteran Indian killer, it stood out to me in the chapter “Jackson’s White Republic.” This isn’t surprising, given his stated goal of eradicating Indigenous peoples as a whole. The Muskogee War thus inscribed a US policy of ethnic cleansing onto an entire Indigenous population, it is also stated. When Andrew Jackson became president in 1828, he would reaffirm the policy he had started during the war (100). This quote stood out because it reflects Jackson’s intentions as he entered the presidency.
The materials this week made me think about and open my eyes to the injustices that our country has been a part of since its inception. Reading Jackson’s treatment of Indigenous people with such disrespect and disregard for their human rights made me very angry. Overall, I’m glad that this week I was able to learn more about the history of the injustices that have been perpetrated against Indigenous peoples and gain a better understanding of the subject.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Plans/policies for removing Indians emerge |
Plans/policies for removing Indians emerge